The Research Of Teaching Strategies Of The Cultivation Of High School Student' Active-mathematical-knowledge-construction

Passive learning, little awareness of constructing the knowledge of mathematics actively, weak ability to learn mathematics, all of which are common to high school students and are great obstacles to their learning and all-round development. Many educators and scholars have done much research work into constructionism and have made great achievements. But there still exist many problems: much theory, a little practice; much general constructing theory, a little theory specially combined with mathematics; much theory achieved from bibliographies, a little from the real classroom; much reseach work have been done in the field of teaching patterns, but more need to be done to apply the theory to mathematical teaching. According to these problems, this thesis trys to analyses the factors which affect the students' active-mathematical-knowledge-constructing and analyses how to control the factors under the guide of constructionism during teaching.Four parts can be found in this thesis.Part 1 is an introduction to active-mathematical- knowledge-constrction, including its background, meaning, current situation and theoretical basis. Part 2 analyses the causes and factors which affect the students' Knowledge-constructing, This is done through polls and interviews among the high school students.Part 3 is about the strategies for constructing mathematical knowledge actively during teaching and earning. The following items are included: stimulating the students' motivation by creating good learning circumstance; motivating their thinking system by leading them to raising questions; developing their ability to solve problems and construct knowledge; bettering teaching in class and helping the students to adjust their active constructing; improving the means of assessment to encourage students to construct knowledge betterPart 4 is about the application of the strategies. The writer applied the researching results to the class he teaches, trying to use the theory to guide the teaching, testing the effects and improving it.